49 research outputs found

    Embedding cultural competence in science curricula

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    Effectively incorporating cultural competence into tertiary institutions is paramount to the creation of cross-cultural settings where undergraduates and academics can develop understandings of how culture and belief systems influence professional decision making. Processes that incorporate cultural competence are viewed as particularly challenging in science disciplines, particularly non-vocational science disciplines where “western” or reductivist ways of teaching and “doing” science remain dominant

    Voices from the North: Stories About Active Ageing, Everyday Life and Home-Based Care Among Older People in Northern Norway

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    What is the meaning of active ageing in the daily life of frail older people in need of comprehensive home-based care services? This chapter addresses this question using in-depth interviews with women and men aged 70-97 in Northern Norway. The chapter illustrates first, that some older women and men actually prefer to age actively within their home by doing activities such as reading books, solving Sudoku, watching TV and watching birds at the bird feeder. Second, it illustrates the key role potentially played by the next of kin in helping older relatives with different practical issues that may have major impacts on their social well-being. Third, we provide evidence for the limits of public care services in supporting older people with no or few relatives who, also whe

    The legacy of racism and Indigenous Australian identity within education

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    © 2014 Taylor & Francis. It may be argued that the emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia’s First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. Additionally, and if not somewhat related to this critique, it can be suggested that the very construction of research from a Western perspective of Indigenous identity (as opposed to identities) and ways of being are deeply entwined within the undertones of epistemological racism still prevalent today. It is the purpose of this article to move beyond the overreliance of outside-based understanding Western epistemologies, and to explore not only the complex nature of both racism and identity from Aboriginal and Torres Strait Islander perspectives, but to also explore the role of education and research in perpetuating varying levels of racism and resistance to Indigenous identity(ies) from a contemporary insider-based standpoint. It is hoped this article will shed some light on the pervasive nature of racism directed at Indigenous Australians, and highlight the need for the continual acceptance, respect, and promotion of Indigenous voices and identities within the educational environment and beyond

    Active and Healthy Ageing: Blended Models and Common Challenges in Supporting Age-Friendly Cities and Communities

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    This chapter considers the importance of identifying the origins of active and healthy ageing behind Age-Friendly Cities and Communities (AFCC). After discussing some general trends and definitions within the fields of active and healthy ageing and building on some overall limitations, this chapter (re)introduces empowerment as a key element of active and healthy ageing. By focusing on two central elements of a theoretically grounded yet practically-oriented vision of empowerment – i.e. a multilevel perspective and an insider’s view – a lifecourse perspective on active and healthy ageing is proposed in which the merits of both notions are integrated. By placing a well-considered vision on empowerment at the center of the argument, the frequent criticism on active and healthy-ageing discourses being too centered on individual responsibilities can be overcome. Potentials of this perspective for AFCC are discussed

    A Wellbeing Approach to Mobility and its Application to Aboriginal and Torres Strait Islander Australians

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    This paper demonstrates that key models of human mobility across several disciplines can be considered as specific cases of a broader conceptualisation of mobility in terms of its contribution to wellbeing. It is argued that this wellbeing perspective offers important advantages for the formulation of policy in areas that must respond to mobility in cross-cultural contexts, and particularly in regard to policy relating to highly mobile, indigenous peoples. An applied example is provided through a discussion of how this conceptualisation of mobility offers a different understanding of the mobility of Aboriginal and Torres Strait Islander Australians, one that may have led to superior policy outcomes

    Interdisciplinarity and undergraduate psychology education

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    This work identifies the human service sector as an important and growing destination for psychology graduates. It further identifies a number of key themes which flow from that observation and which are important to configuring psychology education in a way which takes account of emerging trends. The major theme identified in the research is the importance of breadth. The theme of the importance of breadth takes two related and repeated forms. The first is that graduates need to be thinkers rather than doers. The second is that employers in the human services stress the need for broad-based thinking and analytical skills to reflect social and contextual awareness of therapeutic situations and human service programmes and interventions. Stakeholders broadly commented that graduates seeking employment in the human service sector need upskilling in terms of a contextual awareness of the ‘real world’. One idea which emerged in this research is that real-world multidisciplinarity is best underpinned by an interdisciplinary approach to teaching and learning.Ian Goodwin-Smith, Elissa Pearson, Rob Ranzijn, Alan Campbell, Kurt Lushingto

    Strengthening teaching and learning in psychology by looking beyond disciplinary boundaries: a case study from the University of South Australia

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    Elissa Pearson, Rob Ranzijn, Ian Goodwin-Smith, Alan Campbell, Renae Hayward and Gail Jackmanhttp://trove.nla.gov.au/version/17742960

    Everyday antiracism in interpersonal contexts : constraining and facilitating factors for 'speaking up' against racism

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    Everyday conversations among non-Indigenous Australians are a significant site in which racism towards Indigenous Australians is reproduced and maintained. This study explores the possibilities of everyday antiracism by asking how people negotiate racist discourses in interpersonal contexts. Twelve first year psychology students (10 female, 2 male, aged 18–50) who had completed a compulsory Indigenous studies course were recruited as participants. Semi-structured interviews were thematically analysed for the constraints and facilitators for responding to racism in everyday contexts. As constraints against speaking up, participants offered ‘social expectations to fit in’, ‘fear of provoking aggression and conflict’, assessments of ‘the type of relationship’, whether they ‘could make a difference’ and the ‘type of racism’. As a facilitator for speaking up, participants reported they were confident in challenging erroneous statements when they felt well informed and authoritative about the facts. The research suggests that everyday antiracism requires a preparedness to deal with possible discomfort and ‘bad feeling’ which participants reported avoiding. The paper concludes with suggestions for stimulating critical thinking and intergroup dialogue in relation to everyday antiracism

    The Circadian Response of Intrinsically Photosensitive Retinal Ganglion Cells

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    Intrinsically photosensitive retinal ganglion cells (ipRGC) signal environmental light level to the central circadian clock and contribute to the pupil light reflex. It is unknown if ipRGC activity is subject to extrinsic (central) or intrinsic (retinal) network-mediated circadian modulation during light entrainment and phase shifting. Eleven younger persons (18–30 years) with no ophthalmological, medical or sleep disorders participated. The activity of the inner (ipRGC) and outer retina (cone photoreceptors) was assessed hourly using the pupil light reflex during a 24 h period of constant environmental illumination (10 lux). Exogenous circadian cues of activity, sleep, posture, caffeine, ambient temperature, caloric intake and ambient illumination were controlled. Dim-light melatonin onset (DLMO) was determined from salivary melatonin assay at hourly intervals, and participant melatonin onset values were set to 14 h to adjust clock time to circadian time. Here we demonstrate in humans that the ipRGC controlled post-illumination pupil response has a circadian rhythm independent of external light cues. This circadian variation precedes melatonin onset and the minimum ipRGC driven pupil response occurs post melatonin onset. Outer retinal photoreceptor contributions to the inner retinal ipRGC driven post-illumination pupil response also show circadian variation whereas direct outer retinal cone inputs to the pupil light reflex do not, indicating that intrinsically photosensitive (melanopsin) retinal ganglion cells mediate this circadian variation